Date Approved

1-23-2017

Embargo Period

1-23-2017

Document Type

Thesis

Degree Name

MA Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Browne, Susan

Second Advisor

Madden, Marjorie

Third Advisor

Lee, Valerie

Subject(s)

Reading (Elementary); Books and reading

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was to determine how first grade students would respond to reading when provided with the opportunity to select their own texts to read. More specifically, I was curious to see if offering students choice of reading materials would engage them in reading, motivate them to want to read, and have an impact on reading growth. The first grade students' reading logs, reading response journals, reading attitude surveys, and interviews were analyzed. Offering students the opportunity to self-select their own texts to read transformed the literacy classroom. When choice was afforded to the learners, most students became engaged in the reading experience and were motivated to read; their learning was positively affected. The implications for providing first grade students with the chance to choose their own texts to read during the school day are highlighted and discussed.

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